Using Greek Pottery as Historical Evidence

Year 5 HistoryAncient Greece5 pages

About this worksheet

A single-source study for Year 5 history. Page 1 shows a black-figure amphora from around 500 BC with four runners painted on its body, captioned as a modern picture based on Greek pottery. Pupils record what they see, think and wonder in a table, then answer three inference questions. One asks what the raised knees and arms say about the race. Another asks what prize jars of olive oil at the Panathenaic Games suggest about athletes. Page 3 turns to the limits of the source and to why fired clay survives when wood, leather and linen rot. It covers the England National Curriculum study of Ancient Greece and how we know about the past. Model answers fill the last two pages.

Page 1 of 5

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Curriculum objectives covered

History - Key stage 2

โ€œAncient Greece - a study of Greek life and achievements and their influence on the western worldโ€

The painted runners and the question on the Panathenaic Games link the source to Greek sport and festivals.

History - Key stage 2

โ€œunderstand how our knowledge of the past is constructed from a range of sourcesโ€

Questions 5 to 8 ask what one pot leaves out, why more sources are needed and why pottery outlasts wood and cloth.

History - Key stage 2

โ€œconstruct informed responses that involve thoughtful selection and organisation of relevant historical informationโ€

Question 3 asks pupils to use evidence from the picture to decide between a sprint and a long-distance race.

What's inside this worksheet

Source A

A full-page picture of an amphora with four running athletes between two key-pattern bands, and a one-line note on what artefacts are.

See, Think, Wonder

A three-column table for what pupils can see on the pot, what it tells us about Greek life and the questions it raises.

Making Inferences

Three questions: how much sport mattered, whether the runners are sprinting or running a long race, and how festival winners were treated.

Evaluating the Evidence

Pupils give two things the pot cannot tell us, then explain why a historian also needs written accounts, buildings and statues.

Why Does Pottery Survive

A tick-two question with four reasons, two of them false, and a question on how rotted wood and cloth leave gaps in the record.

Answers

Sample entries for each column of the table, model answers to questions 2 to 8 and the two correct ticks.

How teachers use it

Silent looking

Give pupils two minutes with page 1 before anyone speaks. The I See column fills much faster once they have really looked.

Act it out

Before question 3, have one pupil sprint on the spot and another jog. The class can then compare their arms with the painted runners.

Broken pot demo

For question 7, put a broken terracotta flowerpot next to an old leaf. Pupils see at once why sherds last and leaves do not.

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